title = "Narrative textual comprehension and production in primary school students",

abstract = "Using a mixed approach, the study described textual comprehension and production of narrative texts in primary school students (first and second grades), as well as psychosocial (social value of reading and reading habits) and contextual (cognitive and affective interactions between teacher and children) aspects in elementary school teachers in three educational institutions. Findings show that students had a medium to high performance in textual production and literal comprehension, and a low performance in inferential comprehension. Furthermore, it was observed that most teachers are occasional readers, use unidirectional cognitive interactions, ofer average emotional support to their students, and value reading as an instrumental and recreational tool.",

T1 - Narrative textual comprehension and production in primary school students

AU - Torres, Leidy Tatiana Guzmán

AU - Valbuena, Martha Elizabeth Fajardo

AU - Aristizábal, Claudia Patricia Duque

PY - 2014/1/1

Y1 - 2014/1/1

N2 - Using a mixed approach, the study described textual comprehension and production of narrative texts in primary school students (first and second grades), as well as psychosocial (social value of reading and reading habits) and contextual (cognitive and affective interactions between teacher and children) aspects in elementary school teachers in three educational institutions. Findings show that students had a medium to high performance in textual production and literal comprehension, and a low performance in inferential comprehension. Furthermore, it was observed that most teachers are occasional readers, use unidirectional cognitive interactions, ofer average emotional support to their students, and value reading as an instrumental and recreational tool.

AB - Using a mixed approach, the study described textual comprehension and production of narrative texts in primary school students (first and second grades), as well as psychosocial (social value of reading and reading habits) and contextual (cognitive and affective interactions between teacher and children) aspects in elementary school teachers in three educational institutions. Findings show that students had a medium to high performance in textual production and literal comprehension, and a low performance in inferential comprehension. Furthermore, it was observed that most teachers are occasional readers, use unidirectional cognitive interactions, ofer average emotional support to their students, and value reading as an instrumental and recreational tool.